Download Integrating genre in CLIL

Integrating
genre in CLIL
Vitoria-Gasteiz
May-2009
Francisco Lorenzo
[email protected]
Clil syllabus construction: An analytical
framework
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Content: Science
ecosystems, new knowledge
schemata overlapping former
ones.
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Language: instructional
discourse: definitions,
sequences, exemplification,
cohesion devices, expanded
noun phrases.
The word ecosystem is a
contraction of ecological
system. An ecosystem is a
life-support system
composed of the air, water,
minerals, soil, plants,
animals, and microorganisms, all of which
function together. It may
be a square kilometre of
jungle, a square kilometre
of desert, a city, a farm, or
a closed container of small
organisms (e.g. an
aquarium)
Clil syllabus construction: an analytical framework
MICROTOPICS
KNOWLEDGE
STRUCTURE-
DISCOURSE
MODELS
Ecosystems
balance:
predation,
parasitism,
mutualism, etc.
Classification
-principles
-evaluation
-sequence
-choice
-description
-revising the size and
population of
ecological systems.
-comparing the extent
of dangers to
ecosystem
conservation
-stating the basics of
conservation
programs
-contrasting two
ecological systems
Ecosystems and
human action.
World
Ecosystems.
TASKS
-Listening to a lecturette and
expanding an outline on
aquatic and terrestrial
systems.
- Orally Describing pictures of
maritime ecosystems.
- Constructing paragraphs
summarizing visual graphic
information.
-Group discussion on the
differences between the
Arctic Tundra and the
Atacama desert followed by
a group report in which
human action has been
more damaging.
LANGUAGE
LEXIS: food chain /water
cycle/predators/ rainforest/coastal
regions/interbreeding/ to forage.
FUNCTIONS: THE LANGUAGE
OF Commenting on other peers’
views/ formally disagreeing/
providing reasons to help you
make your point
STRUCTURES: THE GRAMMAR
OF COMPARISON AND
CONTRAST
Superlative structure/ comparison
and contrast in dependent clauses
(although, however, while)
Learning in clil settings
The language system in production skills in clil
A beech tree needs water, so
it lives in humid cool
places, the opposite of
camels.
Because in the desert no are
a lot of food and very hot.
Language matching content in clil settings
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EXCERPT ONE
The capital city of my province is Cordoba. Its not really populated but it’s not small populated either. It’s
a very modern city. I can see a lot of shops and it’s a clean city.
EXCERPT TWO
Cristobal Colon was an explorer. A lot of people say he was Spanish. Other people he was Italian. He
discovered America, one of the biggest continents on Earth. He started on Huelva. He sailed thinking he
was going to India but he didn’t.
EXCERPT THREE
It is no a very big city. It is very beautiful and you can see a lot of monuments. I think that they can live
less than 1 million people, I don’t know exactly. It’s a small city with a lot of restaurants and shopping
centers. We can see the Mosque, the Alcazar, etc.
EXCERPT FOUR
It is when the world’s climate changes because of pollution. It will make the world hotter, there won’t be
any glaciers and the water level will rise.
EXCERPT FIVE
It’s the accumulation of CO2 that the cars produce. We must use the bike or public transport.
EXCERPT SIX
Democracy is a good political system because permits that the people think and select the better ideas.
Clil at different language levels
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Integration is about
text grammar
Language across the
curriculum: joint
curriculum for all
school subjects
around language
goals.
Textual products /genres
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L1(C2): historical narratives, speeches, reviews,
newsletters, newsitems, reportages, (not necessarily on
language subjects)
L2 (B2):commercial memos, minutes, complaint forms,
jokes, job interviews, (not necessarily on language
subjects)
L3 (A2): observation sheets, registration forms (as in a
hotel), postcards, chats, faxes. (not necessarily on
language subjects)
A language across the
curriculum syllabus.
LITERACY
CONTENT
Visual texts
TEXTUAL
OUTCOME
Brochure for the
Tourist Board of
American districts
and areas with
Basque heritage:
Utah
Basque
LANGUAGE
ECONOMY
Economy of
developing
countries.
Technical memo
on Human
development
standards in Central
America
Spanish
ENGLISH AS AN
l2 /L3
Visual texts. B1
Power point
presentation on
import /export
figures in a
Commonwealth
country: Jamaica.
English
Stepwise integration of
content and genre.
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Genre exploration: mind maps, note taking, textual component
analysis (sections in texts), coherence and cohesion exercises
(paragraph construction).
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Genre production: make your own textual contribution.
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Genre reflection: discoursive value of syntax, social
interpretation of grammar structures (nominalization, impersonal
structures, hedging).
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Genre reconstruction: polishing it off. Making genres according
to conventions.
Genre exploration
Genre reflection
Genre reflection
Genre production
Genre production
Genre reconstruction
References
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Lorenzo, F. (2007). An analytical framework of language integration in L2 contentbased courses, Language and Education, 22.
Lorenzo, F. (2007) The interface of language and content in CLIL courses.
Implications for curriculum organization in a European context. In D. Marsh and D.
Wolff (eds.) Diverse contexts - Converging Goals: CLIL in Europe. Frankfurt, Peter
Lang.
Lorenzo, F.; Casal, S.; Moore, P. and de Alba, V. (2007) Content and Language
Integrated Learning: Models and Practice. Revista Española de Lingüística Aplicada,
Volumen Extraordinario.
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Lorenzo, F. (2008). Instructional discourse in bilingual settings. An empirical study of
linguistic adjustments in CLIL, Language Learning Journal, 36, 21-35.
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Lorenzo, F., Trujillo, F and Vez, J.M . (forthcoming): Educación bilingüe. Madrid.
Síntesis.
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Lorenzo, F. (in review): Lingüística de la comunicación, desarrollo curricular y
práctica social.
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Junta de Andalucía: (2008) Curriculum Integrado de las Lenguas. Sevilla. Consejería
de Educación. Available online at:
http://www.juntadeandalucia.es/averroes/impe/web/contenido?pag=/contenidos/B/I
nnovacionEInvestigacion/ProyectosInnovadores/Plurilinguismo/Seccion/CVIntegrado/
cil